This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessment properly following the demands of the curriculum.

The implementation of Lesson Study (LS) varies considerably across countries and institutions and is still in a phase of adaptation and experimentation. This article explains the result and the process of a school-based initiative endeavor to implement LS at a suburban elementary in Padang, Indonesia. The study involved 13 teachers, the principal and 6 classes of students. The data were collected through observation and interview. They were classified on the basis of three noticeable emerging themes- teacher collaboration, scaffolding, and reflection. The data were analyzed qualitatively. The results of data analysis reveal a promising improvement in these aspects. Implementing school- support LS increased by weaving the concept into practice helped teachers develop their professionalism gradually. It was obvious that the teachers felt more at ease to work collaboratively when they designed the lesson. This also affected their design which showed more meaningful learning activities and challenging tasks. Then, the teachers improved the way they scaffolded the pupils. The content of reflection and the way the results of reflection were conveyed became better. The principal’s support and the teachers’ strong willingness to elevate their quality apparently took an important role. In spite of that, there were some challenges in carrying out collaboration, providing appropriate scaffolding, and doing reflection. Changing the teachers’ common practice to LS apparently needs some adjustment and time.

The objectives of this research included to study the effects of democratic parenting and teaching activities on global citizenship according to logical reasoning in making decisions on political attitudes among 2,286 students from 80 classrooms. The research instruments included 1) a set of rating- scale questionnaires for students with 92 items, having the reliability as 0.968 and 2) a set of rating- scale questionnaires for teachers with 23 items, having the reliability as 0.893. The results of the multilevel structural equation model analysis revealed that the factor of political attitudes was the most important in describing each student's global citizenship with the explanation of the variance with democratic parenting and the analysis of applying the reasons in students’ decisions was as 68.50%. Teaching activities affected positively on global citizenship both directly and indirectly through statistically significant factors with and together explained the variance of the global citizenship of each student by 84.00%. These findings highlight the importance of developing and fostering political attitudes that affect students' global citizenship through parenting and teaching activities covering the development of relevant factors as discussed in the Discussion and Implementation Part.

The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

Boarding schools are the common ‘out-of-home’ placements for adolescents, due to various historical, religiously orthodox, and traditional reasons and due to dysfunction within families. The purpose of the current study is to examine the relationship between a free versus an enforced decision to enroll in a boarding school in terms of personal well-being among emancipated graduates. Ninety alumni graduates (aged range 20-41) of out-of- home boarding schools in Israel were recruited during 2019. Participants were administered a self-report anonymous questionnaire consisting of the following measures: Free versus enforced decision to enroll in a boarding school, retrospective satisfaction with the boarding school, personal well-being and traumatic events. Results indicated that a free decision to enroll in an out-of-home boarding school was associated with current satisfaction with social relationships but not with quality of life. Additionally, the longer the period spent in a boarding school, the higher was the satisfaction from the period at school. Older graduates reported less satisfaction from school retrospectively. It was concluded that involving the adolescent in life changing decisions such as leaving home to a boarding school is likely to influence the person's well-being during and after emancipation.

Despite being a popular research subject internationally, self-regulated learning is relatively under-investigated in the Indonesian context. This article examined student learning motivation and its use as an indicator to predict student learning strategies in an Indonesian school context. This article applied quantitative research design, with Motivated Strategies for Learning Questionnaire (MSLQ) used to collect the data. This questionnaire was completed by 408 public high secondary students randomly selected from the population in Lampung Province schools, and multiple regression was used to analyze the obtained data. Results show that student motivation and learning strategies were positively and significantly correlated; three predictor variables of student motivation could significantly predict learning strategies; and value components of student motivation best predicted learning strategies. In conclusion, these findings indicate that, when teachers apply learning strategies, such variables as motivation including value, expectancy, and affective components should be strongly considered to be in place. It is hoped finally that the students will be self-regulated learners for their success.

The purpose of this study was to identify how the leadership training programme based on the acmeological approach for the Master’s students influences the students’ emotional stability and how that programme was perceived by graduates. The study used both qualitative and quantitative methods to yield data. The dimensions of emotional stability such as behavioural self-awareness, communication and conflict management, emotional and behavioural self-efficacy, adaptability, and self-programming of a positive mental attitude were used as variables in the study. Three qualitative and quantitative tools were used in the study. Those were the adapted and modified Emotional Stability Scale in the leadership context, the focus group interview, and the Linguistic Inquiry and Word Count software. The IBM SPSS Statistics (25.0.0.1) was used to compute the yielded data. The study found that the train-the-trainer leadership programme entitled “Crisis-driven Leadership” based on the acmeological approach fostered a statistically significant improvement in the Master’s students’ emotional stability. Moreover, the graduates perceived the programme positively and could more or less accurately explain how it enhanced their experience. The study upgraded the concept of leadership training by focusing on the development of the students’ emotional stability. The latter was trained using the combination of the age psychology and cross-disciplinary games (gamified activities, simulations), online and offline personality-development-purpose learning, a project method, collaborative learning technologies. It increased substantially the effectiveness of both development of the students’ emotional stability and leadership training. The study has brought a new psychological perspective to developing emotional stability in the students aged 20-22.

The investigation of epistemological beliefs has become important in both pre-service and in-service education of teachers. Different scales have been developed to determine teachers’ epistemological beliefs. The same scale yields different results in different cultures especially due to the cultural aspects of education. Therefore, testing the scales in different cultures contributes to their use. Within this framework, the scale developed by Schommer and adapted to Turkish culture by Deryakulu and Büyüköztürk was adapted to Kosovo culture. In the study, whether the Albanian, Bosnian and Turkish versions of the scale support the same factor structure was tested by employing the quantitative research method. First, the Epistemological Belief Scale was translated into Albanian and Bosnian and expert opinion was received. The scale was applied to 200 teachers who serve in schools where education languages are Albanian, Bosnian and Turkish. The scale comprised 35 items and 3 factors. Linguistic equivalence was prioritized, as the study was carried out in Kosovo. The Confirmatory Factor Analysis was employed to confirm the suitability of the three-factor structure of the scale. The analyses were carried out separately for each language and revealed acceptable fit indices. Reliability analysis produced satisfactory results.

The study aims at investigating basic level schoolteachers' awareness of their students' mathematics learning disability (MLD) in the context of Nepal. It is based on a mixed-method research design in that it combines both qualitative and quantitative approaches as appropriate. Using the stratified random sampling technique, 300 basic level mathematics teachers were selected from 150 basic level (grades 1-8) community and institutional schools representing the three significant ecological regions (the Mountain, the Hill, and the Terai) and demographic variables (gender, place of residence, and school type) from Province 1 of Nepal. A Mathematics Learning Disability Awareness Scale (MLDA-Scale), was developed and used to measure the basic level schoolteachers' awareness of their students' MLD. Besides, a semi-structured interview was conducted with the purposively selected basic level schoolteachers for the qualitative data. The basic level schoolteachers' awareness of MLD factor categories was calculated using descriptive statistics. Similarly, t-tests were conducted to examine the effects of the demographic variables. The qualitative data, however, were analyzed thematically. The results reveal that the majority of the basic level schoolteachers' knowledge toward their students' MLD was inadequate and that the demographic variables had no significant effects on the teachers' knowledge of their students' MLD. Finally, the study recommends developing the managerial practices regarding the MLD issue further.

Because of the Coronavirus Disease 2019 (COVID-19) outbreak, most universities were forced to choose Online Distance Learning (ODL). The study aimed to examine the response of university students to the new situation. A questionnaire was sent to the entire university student population. Based on responses from 606 students, it was revealed that use of all applications in ODL increased. However, only the use of MS Teams increased significantly, while the use of the other applications (email, Moodle, e-textbooks) increased in a range of low to medium in terms of effect sizes, and even nonsignificant for applications such as Padlet and Kahoot. Based on the replies of 414 respondents, a Model of Forced Distance Online Learning Preferences (MoFDOLP) based on Structural Equation Modeling was developed. With a chosen combination of predictors, we succeeded in predicting 95% of variance for Satisfaction, more than 50% for Continuance Preferences variance in MS Teams applications, and nearly 20% in the case of e-materials. Among hypothesized constructs, only Attitudes are a strong predictor of Satisfaction, while Organizational Support, Perceived Ease of Use and Learner Attitude toward Online Learning are not. Satisfaction is a good predictor of Continuance Preferences to use Information Technology after the lockdown ended.

Recently, Emergency Remote Teaching (ERT) has caused a considerable interest in the school community due to the wide-scale lockdown brought about by the COVID-19 pandemic. The curriculum's alteration necessitated a call to explore mechanisms for effective remote instruction delivery—including parental involvement. This research determined the psychometric properties of the "Strategies for Parental Involvement during Emergency Remote Teaching - Scale (SPIERT-S). The tool assesses the strategies used by teachers to facilitate parental involvement during ERT. Through a thorough literature review, 22 items about home and school collaboration and ERT were initially developed. Evidence related to content validity was established through two-round expert consultation, while data related to construct validity were gathered through factor analyses. The content validity analysis resulted in the deletion of four (4) items; hence, 18 items were retained. A three-factor structure was yielded from Exploratory Factor Analysis (parents as facilitators of learning, parents as sources of information, and parents as collaborators), and a total of 15 items were retained. The confirmatory factor analysis indicated an acceptable level of the goodness-of-fit indices measured. The internal consistency of the factors and the whole scale showed excellent reliability. The results suggest that the SPIERT-S has good, valid, and reliable psychometric qualities and can be used to examine the strategies for parental involvement that teachers utilize during emergency remote teaching. Recommendations and limitations of the study are discussed.

Mechanics, as a large part of physics, shows the most basic concepts we encounter in our daily lives. With this regard, we implemented the mechanics baseline test (MBT) to the University of Rwanda - College of Education before and after the teaching mechanics module to track students learning. About 38 students participated in this study. We found the instructional strategies used to fit in a model we named "teaching and learning bucket" (lecturer backing and learners owning learning) during data analysis. The results showed that the performance occurred only in 12 out of 26 MBT items at a p<.001, and Cohen's D effect size of 1.26. Such analysis also allowed us to identify areas of mechanics that need teaching improvement, such as (a) constant acceleration, (b) average velocity, (c) the first law of Newton, (d) work and energy, and (e) energy conservation. There was also a positive correlation (r=0.58) between students' confidence in answering questions and correct answers provided and vice versa. Therefore, the research significantly informs lecturers to use various teaching approaches to effectively employ the teaching and learning bucket (TLB) model.

This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers’ teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen’s Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers’ skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.

The teaching and learning in Indonesian elementary schools focus both on students’ concept mastery and character development.  Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest.  This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students’ learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student’s character which has an impact on increasing student’s learning interest.

This study aims at exploring the professional identities of six ELT students through the lens of critical incidents. For the sake of this aim, six ELT students took part in this research at an Anatolian High School in 2018-2019 spring semester. The teaching practicum process was conducted from April to mid of May 2019, once a week over six-week practicum. The main data collection of this study was the Critical Incident Questionnaire (CIQ). Additionally, two questions were asked to the participants to evaluate their actual and designated professional identities. The first question was answered before the practicum and the second one was answered at the end of the practicum process. The results showed that some internal and external factors influenced their professional identity. Additionally, it was found that critical incidents could be used to spot the changes in the participants’ professional identity formation processes. Results of the study indicated that not only negative but also some positive critical incidents contributed to the participants’ professional identity formation. As a result of the encountered incidents that influenced their formation of identities, it was observed that the actual identities of four students changed from positive to negative at the end of the process. Correspondingly, the findings of this study put forward that how the participants explored their identity formation process through the critical incidents.

In several shows prepared for children and adults in the media, the representation of “individuals with special needs” can ensure that other members of the society empathize with disability and the characteristics of disabled people, and make it easier that prejudices are replaced by social acceptance through gaining information. Finding a place frequently used in children’s literature, children’s reality satisfies the curiosity and experience-gaining demands of children about the cases they encounter for the first time using various examples, and helps them internalize the information and experience they gain. Children’s shows and cartoons have an effective power in influencing the viewpoint of children as target group for disabled people within the framework of “children’s reality” by means of the representation of children with special needs who are socially disadvantaged. In this context, the purpose of this study is to evaluate and examine in terms of various factors the social representation style of main characters with Down Syndrome represented in “My Brother Ozi” and “Punky” cartoons broadcasted on local children television channels and internet sites where cartoons for children can be found. 51 episodes of both cartoons (26 and 25) were viewed in the framework of the study and findings were analyzed using “document analysis” method which is a qualitative research method.

This study aims to develop a standard instrument for measuring mental health among urban adolescents in Indonesia. The objective is to produce valid and reliable school adolescent mental health instruments to be used by agencies or schools to identify students' mental health. The survey was conducted in Jakarta and South Tangerang with a total of 1007 respondents divided into two experiments where the first trial was conducted on 597 students and the second trial was conducted on 410 students. Measurements were made using a Likert scale questionnaire. Instrument testing begins with a theoretical validity test by 4 experts and 20 panelists who test the instrument material in terms of construction, content and language. Experts analyze and correct the instrument qualitatively. The instrument was then reviewed and analyzed quantitatively by panelists using the Aiken index. At this stage, 44 items, 9 indicators and 3 variable dimensions were obtained. The next test is done by testing the validity empirically, by analyzing the measurement model using Confirmatory Factor Analysis (CFA) with the LISREL 8.80 Full Version program. By using the criteria for the SLF value ≥0.30 and t-value ≥1.96, and calculating the reliability with the construct reliability (CR) at the level> 0.70, the results of the second trial showed that 35 items were valid. The observations of the model fitness through Goodness-of-Fit test showed that there is a fitness between the theoretical model and the empirical model for the mental health instruments in this study.

Professional teaching competence is significantly influenced by beliefs about teaching and learning. Prospective teachers start their teacher training with quite persistent beliefs about learning processes. These beliefs are mainly influenced by the way they experienced their own lessons as a student at school. Previous biology lessons at school might be linked to the imagined biology lessons of prospective teachers. We interpret these future lessons as a representation of their beliefs about teaching and learning. The present study investigated how prospective teachers remembered their previous biology lessons as well as how they imagine the lessons they will conduct in the future. The drawings of 181 prospective biology teachers in Germany (Mage = 22.1; SD = 3.6; 64.1 % female) were analyzed using the Draw-a-Science-Teacher-Test Checklist (DASTT-C). Results of the study indicate that the lessons they experienced were mainly teacher-centered, whereas the lessons they imagined were mainly student-centered. Results of a chi-square-test indicate that there is no connection between these two drawings of biology lessons. This suggests that experiences from one’s own schooling may have no connection with the way prospective teachers would like to teach in the future. The results of this study might be used as a basis for further studies examining the development of prospective biology teachers’ beliefs about teaching and learning.

The current study aimed to identify the level of self-regulation and social intelligence among students of the College of Education at Prince Sattam University in Wadi Al-Dawasir, and to reveal the relationship between self-regulation and social intelligence, as well as the possibility of predicting social intelligence through self-regulation. A sample consisting of (204) female students at the College of Education, Prince Sattam bin Abdulaziz University in Wadi Ad-Dawasir participated in this study. The measurement instruments included two researcher-made scales of self-regulation and social intelligence, and the SPSS program was used for statistical treatments. Results revealed that female students of the College of Education in Wadi Ad-Dawasir, Prince Sattam University, have a high level of self-regulation as well as social intelligence, and that there is a statistically significant positive correlation between the scores of self-regulation and social intelligence among the study sample. In addition, it was found that social intelligence can be predicted through self-regulation. It is possible to benefit from the results of this study in directing university planning officials to the importance of transforming the self-regulation and social intelligence of students into a culture and systematic practice through courses, symposiums and workshops, or integrating them into academic courses.

The aim of the study is to adapt Preschool Children’s Science Motivation Scale (PCSMS) developed by Oppermann et al. into Turkish and conduct the validity and reliability analyses. This scale is considered important in terms of evaluating the science motivation of preschool children through the science concepts they are familiar with, based on their daily life experiences. The research data were obtained from 303 children attending preschool education in central districts of Adana. The findings of exploratory factor analysis, a two-factor structure named self-confidence and enjoyment consist of 28 items was determined in accordance with the original structure of the scale. Confirmatory factor analysis showed that this two-factor structure showed good fit. Subsequently, the study proceeded to reliability analyses and Cronbach’s α and Composite Reliability values were calculated. In consequence of the study, it was seen that the original form of the scale and the goodness of fit and internal consistency values obtained within the scope of the adaptation form coincided. The findings of the study indicate that the Turkish version of the PCSMS is valid and reliable for Turkish preschoolers.